CHAPTER ONE
1.0
INTRODUCTION
Strict disciplinary measures are used by schools authorities in order to
control the students, and make them adhere to the various rules and regulations
of the school. This study aims at making an elaborate work on how discipline
can be turned into the solution to mass failure in examinations.
Discipline is a very broad concept; however, in this study the researcher
consider the kind of discipline being practiced in schools to check the excesses
of students in order to prevent them from going out of the track and achieving
good success in their academic pursuit. Schools in their various fields have
perceived discipline as a systematic instruction intended to train a person.
1.1
BACKGROUND OF THE STUDY
School discipline is the system of rules, punishments and behavior
strategies appropriate to the regulation of children or adolescents and the
maintenance of order in schools. Its aim is to control the student’s action and
behavior. An obedient student is in compliance with the school rules and code
of conducts.
According to Ajala (1995.4) as cited in Oni, (2010) “The environment
outside the school may have great effect on the student and may contribute to
his behavioral problems.
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Dobson (1984;7) as cited by Oni (2010) also stated that, “ Without being
incessantly pessimistic, it is accurate to say that, the traditional concept of
morality is dead among the majority of high school students today.
Based on the two assertion mentioned above, it is very clear that there is
every need to guide the students into the right paths because, that is one of the
function of the school. The school served as an agent of socialization, where
people can be taught good morals among other things.
In his reaction to the Nigerian secondary school challenge, Oni (2010)
submitted that “provision of curative measure with specificity seems in
avoidable…..” He described discipline in secondary school as a curative
measure ‘Hence in specific reference to secondary schools in Nigeria, a cursory
view is taken purposely in locating possible ways of improving the academic
standard, discipline and achievement of our secondary schools “in his book
titled “Education In Perspective” the (author) who expressed great concern over
the falling standard of education and moral values in our secondary school. Oni
(2010), suggested an overall discipline in the entire education sector. If good
discipline can be practiced in schools it must start from the top.
1.2
STATEMENT OF THE PROBLEM
Schools in Maiduguri carry out various disciplinary measures in the way
they feel is the best approach that will favour both the student and the school.
Students form attitude in different ways, most of them hate teachers that always
punish them. Adolescent are quite different from little children who easily
2
forget things. There have been cases where the students will want to revenge by
fighting the teacher or school officials.
Researchers have introduced a lot of theories on approaches to adolescent
with respect to discipline, and it will be good if these approaches are exploited
for the good of all.
1.3
OBJECTIVES OF THE STUDY
The objectives of the study are to,
1. Examine some approaches to school discipline.
2. To find our students attitude towards the various disciplinary measure
used on them.
3. To analyze the effect of strict disciplinary measure on students academic
performance.
1.4
RESEARCH QUESTIONS
What are the approaches to school disciplinary used in Maiduguri?
What are the attitudes of students towards strict disciplinary measure?
How does a strict disciplinary measure affect students’ academic performance?
1.5
SIGNIFICANCE OF THE STUDY
This study is very significant because a lot of times school authorities and
parents get into serious conflict due to these subjects. Parents go as far as
removing their wards from certain schools because they feel the teachers are too
hard on them. They desire a place where the performance of their children will
improve and with less trouble.
3
Parents feel very sad each time their wards come home with broken head,
injuries on their body. This study seeks to find out better approach to handling
such conflicts. Discipline should be perceived as a good thing by both the
parents, students and the teachers. Some scholars have introduced certain
approaches that will make it easy to solve this problem.
1.6
SCOPE OF THE STUDY
The scope of this study was limited to the impact of strict disciplinary
measure on student’s performance in class. A case study of selected private
secondary schools in Maiduguri. The researcher focused on the following
private schools i.e Namu secondary school, Ruby Springfield College and
Capital school Maiduguri.
1.7
OPERATIONAL TEARM
Discipline: Training to act in accordance with rules drill, “Military
discipline” “Activities, exercise or a regimen that develops or improve a skill
training.
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CHAPTER TWO
2.0
REVIEW OF RELATED LITERATURE
2.1
INTRODUCTION
Many educators and students are greatly concerned about disorders and
dangers in school environment, and with good reasons. In Maiduguri, where a
number of schools exist, there have been a lot of cases of unfair treatment of
students in the name of discipline. Although some parents are contributing
greatly to the bad behavior of their wards, the school should not throw caution
to the wind when disciplining them.
However, educators should have some degree of status; younger learners
should perceive them as parents figure to some extent. This will help them to
exercise managerial control, learner’s behavior need to be rules governed.
School rules may be explicitly stated by educators simply inferred from the
educator’s actions.
Khuluse, L. (2009) Submitted in his dissertation that,
“All schools should draw up a code of conduct and implement it.
Rules related content should be incorporated in the academic curriculum.
Further research should be conducted concerning disruptive behavior in the classroom in order have
a proper overview of the problem”.
It is very clear however, that more and more study concerning this topic
is necessary because, adolescent behavior is very difficult to predict with the
changing times. However, it is hard for one single person to presume he can
draw a conclusive assertion on this issue. Other indigenous scholars are of a
5
broader opinion, one of such scholars is Oni, (2010). He stated these based on
his experience below;
“The decadence that befell academics as a whole and the secondary schools in particulars, ranging
from those in power to every member of the society, all should seek collective development and
general improved living conditions. Educational goals are achievable if accorded the required
commitment by all it stake holders at all levels of its prevalence.”
The above assertion shows that the scholars believe in the commitment of
all the various stakeholders. This clearly shows that in instilling discipline the
learner, parent, teacher, school authority all have a very strong role to play. If
there is a problem in a child performance it is as a result of the undoing of some
or all the stakeholders mentioned above. There is no need to apportion blame to
just one person.
The scholar also submitted that, every member of the society have a role
to play. The government cannot be ruled out because they need to create an
enabling environment for the school to operate. Lack of discipline in schools
can be linked to increased exam mal-practices in the state. People hardly read
their books these days.
The researcher has noticed that, poor reading culture and wrong attitude
towards education can be linked to some of this disorder. People spend most of
their time engaging in fruitless activities. Failure to do assignment because they
can predict what the punishment will be, they prepared their mind in advance to
be punished over and over again.
6
School discipline should be designed to meet the changes in the lifestyle
of adolescent. The school should not make it too static as that will make the
unserious learners to continue is their un-seriousness.
2.2
APPROACHES TO SCHOOL DISCIPLINE
School discipline practices are generally informed by theories from
psychologists and educators. There are a number of theories to form a
comprehensive discipline strategy for an entire school or a particular class.
2.3
POSITIVE APPROACH
This approach is grounded in teachers respect for students. Instills in
students a sense of responsibility by using “Youth adult partnership” to develop
and share clear rules, prone daily opportunities for success, and administer inschool suspension for non-compliant students.
Training differentiates between teachers –owned and student-owned
problems, and proposes different strategies for dealing with each. Students are
taught problem solving and negotiation techniques.
2.3
ADLERIAN APPROACHES
This is an umbrella term for a variety of methods, which emphasize
understanding the individual reasons for mal-adaptive behavior, while at the
same time finding ways to get their needs met. Named after psychiatrist “Alfred
Adler”. These approach have shown some positive effects on self-concept,
attitudes, and locus of control but effect on behavior are inconclusive. Cotton,
(2009).
7
However, not only were the statistics on suspensions and vandalism also
significant, but also the recorded interviews of teachers demonstrates the
improvement in student attitude and behavior, school atmosphere, academic
performance, and beyond that personal growth.
2.4
YOUTH-ADULT PARTNERSHIP
Youth-adult partnership happen when young people and adult become
engaged together in their communities. There will be cordial relationships
between youth and adult where there is mutuality is teaching, learning and
action. These relationships usually occur with schools dominated by young
people, where they are typified by youth voice and in democratic schools.
Youth-adult partnership often displays a high degree of youth right and
autonomy, and is often synonymous with meaningful youth participation.
Youth-adult partnership have allowed young people to assume the roles
of advisors and consultants to youth organizations, political lobbyists,
community organizer, grant (money) decision-makers, nonprofit board directors
and as direct youth service providers.
Youth-adult partnership are said to enable young people:1. Express themselves publicly
2. Gain respect for adult allies
3. Find ways to express their creatively
4. Work for a good cause
5. Think more critically
8
6. Be a valued asset to the school and the community. (Zeldin, s. etal 2001).
What this approach is emphasizing is the importance of negotiating with
students on certain rules and mode of behavior in order to avoid lack of
understanding. There is no doubt that some bad behavior of students is as a
result of lack of trust between the teacher and the student and also the parent.
Where the student is disregarded by the teacher or the parent there will hardly
be progress is solving the problem.
This is like creating an avenue where the student and the teacher will
reach an agreement e.g the student will be advised to read hard without any fear
of molestation or undesirable treatment from either the teacher or parent
because, without mutual understand it will be hard to make progress. Some
students have all these bad attitude and behavior for several reasons. Some are
intentional while others may be due to some genuine reasons. Youth-adult
partnership will help in addressing some of this complications.
9
CHAPTER THREE
3.0
RESEARCH METHODOLOGY
3.1
INTRODUCTION
This chapter gives a full description of the research method and design,
the instruments used for data collection and method of data analysis. The data
used are primary and secondary data. Primary data are materials collected as
firsthand information (fresh data from origin), while secondary date contain
information compiled by others on the subject matter as contained in various
documents that may include books, journals, periodicals etc. Adefila, (2008).
3.2 RESEARCH DESIGN
Survey research design was used in this research work, because it is one of
the most important area of measurement in educational research. The researcher
produced and administered sixty questionnaires to three private schools in
Maiduguri; twenty each per school and an interview schedule with the
principals of each school.
3.3
POPULATION/SAMPLE OF THE STUDY
The population was teachers and principals of private schools in
Maiduguri. But in order to make the work practicable, the researcher narrowed
it down to three private school, NAMU secondary school and RUBY
Springfield College. Twenty teachers each and the principals of the above
schools were involved in the research; the principals of these schools were
10
interviewed. The researcher made this decision due to constrain of time,
resources and logistical limitations.
The researcher made use of accidental sampling technique in this study,
because it is not possible to determine what to expect when administering the
questionnaire. The research made use of those available, or physically present at
the spot when the researcher was administering the questionnaires.
Accidental sampling technique (sometimes known as grab convenience or
opportunity sampling), is a type of non-probability sampling which involves the
sample being drawn from that part of the population selected because it is
readily available and convenient.( Chambers, et al.1997).
3.4
INSTRUMENT FOR DATA COLLECTION
The researcher produced and administered sixty questionnaires to
teachers in three private schools in Maiduguri, in order to get their opinion on
school discipline in their various schools; in addition, an interview was
conducted with principals of each of these schools.
The questionnaire is suitable instrument, because the population of study
is relatively high and the respondents could easily express their opinion base on
their experience on the job. The choice of this method is informed by it
appropriateness to the nature of the study.
3.5
PROCEDURE FOR DATA COLLECTION
The researcher administered the questionnaires in person, going to the
various schools and giving the teachers the questionnaires to respond to. In the
11
case of the interview the researcher met the principals in person. The interview
was a structured interview. The questions are same to the three principals in
order to ensure uniformity.
3.6
METHOD OF DATA ANALYSIS
The researcher used the tabular percentage analysis to analysis the data,
because it is useful in analyzing description research.
According to saps ford, (2007) “tabular analysis is the use of tables to
explore relationship”.
The Encyclopedia of sociology also described tabular analysis as;
“Tables are almost any form of quantitative analysis. It can be used for
analysis of categorical variable relies on cross-classified data, in the form of
frequencies (Percentages).
12
CHAPTER FOUR
PRESENTATION OF RESULT ANALYSIS AND DISCUSSION
4.1 INTRODUCTION
This chapter contains analysis of data collected from sixty questionnaires,
administered to analyze the impact of strict disciplinary measures on student
academic performance, a study of selected schools in Maiduguri; namely
RUBY Springfield college, NAMU secondary school and CAPITAL school
Maiduguri. Out of the sixty questionnaires that were administered, fifty six of
them were returned. Additionally, the outcome of the interview is also presented
in this chapter.
At the end of this chapter the researcher presented an interpretation of the data
that was gotten. The data analysis and interpretation were based on the research
objectives which are;
1. To examine some approaches to school discipline
2. To find out student attitude towards the various disciplinary measures
3. To analyze the effect of strict disciplinary measure on student academic
performance
4.2 TABULAR ANALYSIS OF THE QUESTIONNAIRES
ADMINISTERED
SECTION A. Demographic data
Sex distribution of the respondents
Table 1.
13
Gender
Responses
Percentages
Male
21
38%
Female
35
62%
Total
56
100%
The table above indicated that 38% of the respondents are males while 62% of
them are females.
Age distribution of the respondents
Table 2.
Ages
Frequency
Percentages
20-25
12
21%
26-35
29
52%
35-above
15
27%
total
56
100%
The table above shows that 21% of the respondent falls under the age bracket of
20-25. 52% fall under the age group of 26-35, and 27% of them falls under the
age bracket of 35-above.
Marital status of the respondents
Table 3.
Marital status
Frequency
14
Percentages
Married
21
37%
Single
35
63%
Divorced
-
-
Separated
-
-
Total
56
100%
The above table indicated that 37% of the respondent are married, while 63% of
the respondent are single. However none of the respondents is either divorced or
separated from their spouse.
SECTION B.
Application of strict discipline
Table 4.
Response
Frequency
percentages
Yes
27
49%
No
29
51%
Total
56
100%
The table above shows that 49% of the respondents apply strict discipline while
51% of them indicated that they do not apply strict disciplinary measures on
their students.
Reasons for applying strict discipline
15
The majority of the respondents stated that their reasons is to make the students
sit up to their responsibility.
Dealing with students who are not performing well
The responses shows that the main discipline given is strict and a few claimed
that they advise the students in some cases.
When asked if the respondents agreed with applying strict discipline on
students, majority of the respondents did not agreed with the idea of applying
strict disciplinary measures. However, few of them indicated that strict
discipline should be applied.
Query for applying strict discipline on students
Table 5.
Responses
Frequency
Percentages
Yes
12
22%
No
44
78%
Total
56
100%
The above table shows that 22% of the respondent have received query for
applying strict discipline while 78% have never received such query.
Approaches to school discipline.
Table 6.
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Responses
Frequencies
percentages
Flogging punishment
15
26%
None flogging
33
58%
Others
8
15%
Total
56
100%
punishment
The table above shows that 26% of the respondents use flogging to discipline
their students while 58% of the respondent use none flogging punishment to
discipline their students and then 15% of the respondents indicated that they use
other approaches other than the two mentioned above.
Types of disciplines teachers applied on student
Table 7
Responses
Frequency
Percentages
Strict
7
13%
Mild
10
18%
Moderate
39
69%
Total
56
100%
17
The table above shows that 13% of the respondents apply strict discipline, 18%
of them apply mild discipline and 69% of the respondents apply moderate
disciplinary measures. Majority of the respondents apply strict disciplinary
measures.
Student’s attitude towards discipline in school
Table 8
Responses
Frequencies
Percentages
Excited
6
11%
Scared
44
78%
Indifferent
6
11%
Total
56
100%
The above table indicated that 11% of the respondent students are excited about
discipline, 78% of the respondents indicated that their students are scared of
been discipline and the 11% of the respondents indicated that their students
indifferent whenever they are been disciplined.
Impacts of strict disciplinary measure on student academic performance
Table 9
Responses
Frequencies
Percentages
Positive
21
38%
Negative
33
59%
18
Others
2
3%
total
56
100%
The above table indicated that 38% of the respondents indicated that strict
disciplinary measure has positive impact on student academicperformance,
59% of the respondent disagree with the others, they indicated that strict
disciplinary measures to them has a negative impact on the academic
performance of students and 3% percent did not take any reasonable stand. They
indicated that they don’t know
Effect of discipline on students lifestyle
Table 10
Responses
Frequencies
Percentages
Yes
50
89%
No
6
11%
Total
56
100%
The above table shows that 89% of the respondents indicates that discipline
affect the lifestyle of students, 11% of the respondents disagreed that discipline
does not affect the lifestyle of student. This shows that discipline affect the
lifestyle of students.
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4.3 DISCUSSION
The researcher interviewed staff of the administrative level in the selected
schools in Maiduguri to find out their approach to discipline, their students
reaction to discipline and finally the impact school discipline has had on their
performance.
The approaches they mentioned to the researcher are;
i.
All round approach
ii.
Multi-faceted approach and
iii.
Indiscriminate moral approach
They claimed that they don’t give preferential treatment in their discipline
approach. They also added that, their discipline is corrective in nature. When
asked how they treat very stubborn students they claimed that they take them
to school counselors who can find the possible reason for their behaviours.
However, on the issue of student attitude towards discipline they all said
their student don’t like strict discipline. And also they don’t encourage very
strict disciplinary measures in their school because it could lead to serious
problems and even complications.
Finally, on the impact of school discipline on their student performance,
the school officials all said the outcome has been positive.
The tabular analysis and qualitative data analyzed clearly shows that
students don’t like strict disciplinary measures and it does not really
completely determine their academic performance and teachers should not
20
be too quick to apply strict discipline on their students’ base on the outcome
of this study. The fact still remains that, discipline improves the lifestyle of
students.
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CHAPTER FIVE
SUMMARY
This study is on the impact of strict disciplinary measure on students’
academic performance, a case study of selected schools in Maiduguri. The
study had three objectives;
1. To examine the various approaches to school discipline.
2. To find out the attitude of students towards strict disciplinary measures
3. To analyze the impact of strict disciplinary measures on student academic
performance.
The researcher made use of the survey research method to carry out the
study. The researcher interviewed key school administrators in selected schools
and came up with the following outcome.
They apply an all-round and multi-facetted approach. Meaning that they
consider both moral disciplines, where the teacher may not inflict any physical
pain. Examples of such discipline are denial; the child will be refused certain
privileges.
In addition, the discipline could be psychological and also corporal
punishment, all-round discipline, especially physically. However, they
submitted that the discipline instilled in them has greatly enhanced their
academic performance.
The researcher administered questionnaire on teachers in Maiduguri schools
and their responses shows that discipline has not really had much positive effect
22
on the academic performance on their students but they seem to be also agreeing
with the earlier outcome that students don’t like to be discipline and majority of
the teachers claimed to apply moderate discipline on their students.
CONCLUSION
In conclusion, the researcher after analyzing the data concludes that strict
discipline and moderate discipline are very different. And moderate discipline
will make students to be focused, but strict discipline does not really make any
positive impact on the students.
Therefore, strict discipline has a negative impact on students’ academic
performance, thus, student should be given the benefit of the doubt. Teachers
should advise erring students and not rely on using the cane on them in order to
set them straight.
RECOMMENDATION
Based on the outcome of the researcher, the following recommendation has
been made;
1. Teachers/schools should apply moderate disciplinary measures.
2. Teachers/schools should avoid very strict disciplinary measure because it
scares students from learning.
3. Schools should make use of guidance and counseling experts more.
23
REFERNCES
Adefila, J.O. ( 2008), research methodology in behavioral sciences. Loud book
publisers, Ibadan.
Chambers, et al.,(1997), introduction to social research, with application to
Caribbean university of the west indies press.
Cotton, ( 2009), school wide and classroom discipline: school improvement
research series. ( northwest regional education laboratory). Retrieved from
www.wikipedia.com on 24-9-2014.
Khuluse, L.( 2009), “the effect of on academic achievement in secondary
school. University of zulu institutional repository. Retrieved on 24-9-14 from
www.uzspace.uzulu.ac.za
Oni, A.( 2010), education in perspectives. Stirling-horden publishers limited.
Ibadan, Nigeria.
Zeldin, S. et al. ( 2001), “ bringing youg people to the table: effect on adults and
youth organization”. CYD journal, 2(2)p20-27.
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